Research On High School Students' English Writing Strategies

Language learning strategies (LLSs) are methods and ways consciously selected by language learners in word guessing, word-remembering, grammar application and other language aspects to improve their language proficiency. Rubin, Naiman, Frohich and other American and Canadian linguists initiated the study in the 1970s. Up to date, the study has been concerning with;1)strategies used by good learners;2)different language learning strategies used by good and poor learners; 3)the correlation between learners' use of language learning strategies and their language proficiency; 4)factors influencing language learners' strategy use; and 5)strategy training and its effects.Since writing in another language is a complex process, the gain of L2 writing ability involves many interrelated factors. The principal aim of this paper is to investigate the main related strategies and their effects in the students' English writing ability. The study will proceed in the light of three questions listed as follows:1) What problems do Chinese students usually have in English writing?2 ) How do writing strategies influence students' writing ability?3) How to train students 'writing strategies?The thesis consists of five chapters:Chapterl is an introduction, which gives a brief account of the background of the researches concerning with this topic. Chapter 2 mainly brings up problems of high school students use of writing strategies in English writing . It also gives a general idea of what a good writing is like. Chapter 3 covers researches and theories in second language learning strategies, especially writingstrategies. Chapter 4 provides a detailed study on language training strategies. The last chapter of this thesis concludes the whole paper and gives some advice and imitations for the pedagogy and the future research in this field.However, the study in this paper is by no means exhaustive owing to the limitation of resources, references and time. Some other problems are assumed to be the factors affecting the developments of students' English writing ability and worth further studying.